What is changing?
Our new management structures represent the next major step towards our new organisational model. Supporting structures for grade 2-5 roles will follow, along with a series of phased process and technology releases over the next two years. Together, these changes will bring the following benefits:
- Many processes that students have historically had to visit campus or email staff for will be done through new areas of My Manchester, reducing queuing, and allowing us to re-shape our on-campus services.
- Moving more transactional services to digital self-serve allows us to focus more resource into in-person service delivery.
- Moving to School ‘student hubs’ and Faculty dedicated PGR service teams ensures greater consistency in the services our students receive.
- Academic staff will receive more consistent support and an improved ability to input into service improvement via partnerships with PS colleagues.
- Better alignment in our PS structures and job roles will enable PS staff to move more easily throughout the organisation, with clear career paths, resulting in improved staff satisfaction and retention.
- Through the consistent use of competencies and skills based job descriptions, there is expected to be an increase in diversity and improved staff recruitment.
- More consistent PS structures, job roles, processes and technology will reduce operational risks associated with lone or small numbers of individuals understanding local, customised processes and systems.
- PS teams will also be better placed to respond to changes in demand, for example, due to additional student numbers or external factors such as new compliance requirements.
- Improved organisational alignment will enable more effective business partnerships, and colleagues within and outside these structures will understand better ‘who does what’.
Key changes
- Streamlined leadership and management within the DSE.The Divisions of Student Development and Community Engagement and Teaching, Learning and Student Development have previously come together. The new Division for ‘Student and Academic Services’ (SAS) further incorporates the current Division of Student Admissions, Administration and Business Improvement (SAABI). Within SAS, activities are organised into five teams, aligning with reconfigured Faculty and School Teams:
- Student Employability, Success and Development: bringing together student access, success, development and progression under a single point of strategic oversight, and embedding strategies supporting inclusiveness across all activities;
- Education Development: overseeing flexible teaching and learning initiatives and operations. Responsible for online blended teaching operations;
- Teaching and Learning Delivery: responsible for quality assurance framework including student voice and surveys, policy and degree apprenticeships and appeals, complaints and academic malpractice;
- Student Admissions and Administration: overseeing student admissions and immigration, student finance, central student administration including registration and ‘start of year’. Timetabling moves from Estates and Facilities into this team.
- A fifth team ‘Business Improvement, Support and Delivery’ has now been de-scoped from SEP and will be reviewed as part of Reshaping PS.
- School and Faculty Teaching, Learning and Student Experience (TLSE) Teams move to more consistent structures, and move away from departmental or divisional structures where these still exist. Teams are structured on basis of function, working as a cohesive team to support students and academic staff across all taught programmes. This is a shift, for some Schools, from programme-focused administration.
- Dedicated postgraduate research (PGR) support teams will sit at Faculty level under Heads of Research and Business Engagement. Structures will be consistent across Faculties and scaled to volume and complexity.
Grade 6 job descriptions
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Summary of changes since Collective Consultation |
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DSE Campus Life |
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Advice and Response Caseworker (Safeguarding or Conduct and Discipline) |
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DSE Student and Academic Services |
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Faculty |
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Faculty or DSE (shared job description) |
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Faculty, School or DSE (shared job description) |
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Faculty or DSE (shared job description) |
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School (shared job description) |
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Faculty PGR |
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Research and Business Engagement |
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Grade 7 job descriptions
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DSE Campus Life |
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Advice and Response Manager (Conduct, Discipline and Fitness to Study) |
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Advice and Response Manager (Safeguarding, Gender-based violence and hate crime) |
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DSE Student and Academic Services |
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Faculty |
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Fitness to Practise and Appeals, Complaints and Discipline Manager |
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School |
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School or DSE (shared job description) |
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Faculty PGR |
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Research and Business Engagement |
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Grade 8 job descriptions
DSE - Student and Academic Services
- Head of Access and Student Success
- Head of Employability, Student Success and Development
- Head of Digital Learning
- Head of Education Development
- Head of Teaching and Learning Delivery
- Head of Student Admissions and Administration
Research and Business Engagement
Staffing changes
220.72 existing PS posts (FTE) at Grades 6-9 across central directorates, the Faculties and Schools are in scope of the restructure. There are 34.8 FTE post reductions and 22.2 new FTE posts, resulting in a net reduction of 12.6 posts (FTE).
There is a broad range of professional activities covered by SEP ‘Cohort 2’, and different business areas require different skills and experience. Colleagues in scope have been identified as part of a ‘pool’ reflecting these different areas. Pooling has been determined on the basis of reviewing current job descriptions against the new job descriptions, and in dialogue between HR and senior leaders.
Whilst overall we have vacancies in the new structure, the picture differs from pool to pool, and that is why 27 members of staff are in scope and at risk.
A targeted voluntary severance scheme (VS) has been offered to 27 colleagues (25.5 FTE) in scope and at risk. We very much hope these changes will be achieved through voluntary means. However, if the VS scheme is not effective in achieving the required target reduction of 12.6 posts, then the University will seek approval from the Board of Governors to proceed to a compulsory scheme.
We are committed to ensuring that this process is conducted fairly and transparently in line with our policies and procedures, and we will seek to explore opportunities for the avoidance of compulsory redundancy where possible, including redeployment and retraining.
More information
- Voluntary severance FAQs
- Voluntary severance estimated payment calculator
- Voluntary severance application form